School Funding Formula Hurts Children

CHICAGO — The State Board of Education`s ``report card`` as documented in the Tribune (Nov. 15) provides strong evidence of the urgent need to work toward the equalization of school funding in Illinois. In particular, the articles by Casey Banas are to be applauded for the graphic illustrations of the stark differences within our public schools.

The skewed effects of real estate tax-based funding for schools in our state is creating segregation `90s style. Based solely according to where valuable property is located, Illinois has made some school districts into

``haves`` and others into ``have-nots.``

Change must be forthcoming in the state`s funding formula and it is essential that more stories such as these are written; this modern day American tragedy must be told and fully understood by all in this country. While the issue is quite complex, two critical factors are key to this understanding.

First, the effects of inadequate and inequitable school funding reach well beyond the urban school to rural districts as well as students from most, if not all, racial and ethnic origins.

In addition, despite claims to the contrary, funding disparities and lack of resources have a direct impact in the classroom. In Chicago, we face extreme difficulty in the recruitment of teachers when suburban districts within a 30-mile radius can offer, for the most part, a better working environment and higher salaries, sometimes up to almost 40 percent higher.

At the same time, although students in our city are in desperate need of more attention because of seriously deleterious home and neighborhood situations, our class sizes cannot be sufficiently lowered due to inadequate funding.

Similarly, Chicago`s counseling ratio-again for students who face countless psychological as well as other hardships on a daily basis-is often more than four times higher than our suburban counterparts`. Students in the Chicago Public Schools are more likely than their suburban counterparts to be using outdated textbooks, have fewer supplies, choose from very limited course offerings, and be distracted by the physical disrepair of their classroom and building.

Through the years, quality public instruction has become an almost inherent right of the American citizenry. Perhaps most importantly, it has been long recognized as the most effective vehicle for creating opportunity, of helping individuals live to their fullest potential.

To sentence innocent children to a life bound by the chains of less than an adequate public education runs counter to all this nation is supposed to represent. All who are concerned with the well-being of our children-and by inference our future-must join with the Chicago Urban League in our efforts to alter the means by which schools are funded so greater equity and fairness for all can be achieved.